TY - JOUR
T1 - A focus on contribution towards product and performance in collaborative design
AU - Elliott, Colin Hennessy
AU - Radke, Sarah C.
AU - Ma, Jasmine Y.
N1 - Funding Information:
We are thankful to our colleagues in the New York University Interaction Analysis Lab who participated in data sessions. Their analytic expertise greatly assisted this research. We are also grateful to the insightful reviewers who provided comments that pushed our thinking.
Publisher Copyright:
© ISLS.
PY - 2018
Y1 - 2018
N2 - This paper presents a comparative case study to illustrate how resources are used for contribution in collaborative design. One case draws from video data of an urban high school robotics team which designs a robot for competition, and the other from a program where youth produce a documentary film for a public showing. Building on a view of participation as learning (Lave & Wenger, 1991), we use video-based micro-analysis to make sense of how members participate through contributions to design. We frame learning as a collaborative practice where contributions are used to make arguments with different resources. Across both cases, materials and laminations of space-times (Leander, 2002) are used as: 1) evaluative resources, and 2) knowledge constructing resources for design. In this view of learning, the final product and performance are not only end goals but used as resources in the design process through laminations of imagined future space-times.
AB - This paper presents a comparative case study to illustrate how resources are used for contribution in collaborative design. One case draws from video data of an urban high school robotics team which designs a robot for competition, and the other from a program where youth produce a documentary film for a public showing. Building on a view of participation as learning (Lave & Wenger, 1991), we use video-based micro-analysis to make sense of how members participate through contributions to design. We frame learning as a collaborative practice where contributions are used to make arguments with different resources. Across both cases, materials and laminations of space-times (Leander, 2002) are used as: 1) evaluative resources, and 2) knowledge constructing resources for design. In this view of learning, the final product and performance are not only end goals but used as resources in the design process through laminations of imagined future space-times.
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M3 - Conference article
AN - SCOPUS:85053868086
SN - 1814-9316
VL - 1
SP - 48
EP - 55
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - 2018-June
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Y2 - 23 June 2018 through 27 June 2018
ER -